Prisha Ward - WOU



Prisha Ward

Mini-Unit

Lesson Plan 1

I Like Your Attitude

1. GOALS

Goal # 1

Students will demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health. (Common Curricular Goal K-3 Health Standard, Promotion of mental, social and emotional health).

2. OBJECTIVES

Objective 1.1

Students will identify the differences between negative and positive attitudes by creating scenarios demonstrating positive or negative attitudes through group interactive role-play. [After the scenario, each student will tell the class what kind of attitude they displayed during their scenario and write a two-sentence description of their attitude].

3. MATERIALS/EQUIPMENT/SUPPLIES/PREPARTATION

• 5 handouts with scenarios on them

• 25 pieces of writing paper

• White Board, dry erase marker

4. PROCEDURE

A. Anticipatory set, motivation or hook (5 Minutes)

• I am going to pretend to be a student. I want you to observe me carefully; because I am going to ask you some questions about they way I acted.

o Scenario: Walk over to the rug area, where we do calendar. Sit down and sigh, twirling hair, and looking annoyed. Say negative things about school and the classroom.

• Ask students, how would you describe this student?

• How do you think she feels about school?

• Is she acting positively or negatively?

B. Teaching (10 minutes)

• The student is displaying an attitude. Can anyone tell me what an attitude is?

• An attitude is a way of thinking, acting, or feeling.

• The student I was pretending to be had a negative attitude. Can someone show us what a student with a positive attitude would look like?

• Let a student come and role-play what it would look like to have a positive attitude in the same situation.

• Ask students, which attitude do you think will help a student do well in school? (Positive) Why? (Helps you and others feel good whenever you are doing something)

C. Group Application (10 minutes)

• An attitude is a way of thinking, acting or feeling. Why are attitudes important?

• You can’t always change the situation you are in but you can change your attitude, which will make you feel better.

• Let’s come up with another scenario where we can show positive or negative attitudes. Pick a scenario and pick volunteers to act out the scenario.

• Explain how each person can act in the scenario and if they will be showing a positive scenario.

• Then have the group perform the scenario.

D. Independent Application (35 minutes)

• Place a piece of paper on each groups’ table. The paper has a description of a scenario to be acted out for the class and if it is a positive or negative attitude.

o Scenarios:

▪ Orange Table: In P.E. class everyone has to play a new game that nobody likes. The whole class has a negative attitude. Some students do not want to play the game because they are tired. Some students do not want to play the game because they are bored.

▪ Green Table: The class is having a Valentine’s Day party. Everyone is excited and happy. The class has a positive attitude.

▪ Red Table: Your class has to have recess in the classroom because of bad weather. The class has a negative attitude. Most of the class wanted to play soccer outside. Some students wanted to swing.

▪ Purple Table: You have a birthday party at your house and all of your friends are invited. You and your friends have a positive attitude. You are having a lot of fun.

▪ Blue Table: You come home from school and your Mom has made your favorite dinner. You have a positive attitude.

• Let the students discuss and come up with a plan to present their scenario to the class through interactive role-play.

• After each group presents ask the rest of the class if their attitude was positive or negative and why.

• Once each group has presented have the students individually write at least two sentences describing their attitude from the scenario and if the attitude it represented and whether it was positive or negative.

E. Closure

• Ask students what an attitude is?

• Conclude by saying, “Now that we know what an attitude is, tomorrow we will learn how attitudes affect what we do”.

5. MEETING VARYING NEEDS

• For students who are more advanced in their writing I will ask them to write additional sentences. (Edelle, Vincent, Abby, Kira, Damien, Kaylee, Isaiah)

• In addition, they may come up with different ways they could have acted in their given scenario and write sentences about what those attitudes would be.

6. ASSESSMENT

• When each group performs their scenario I will informally check off on a rubric if every group member acted in the scenario and if they were portraying the correct attitude.

• In addition, I will collect the sentences each child wrote and check them for completion of the description of their attitude.

7. REFLECTION

Lesson Plan 2

How Attitudes Affect Your Actions

1. GOALS

Goal # 2

Students will demonstrate the ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. (Health Education Content Standard under Interpersonal Communication)

2. OBJECTIVES

Objective 2.1

Students will demonstrate their understanding of how to make decisions by writing in all of the sections of their Decisions Making Steps graphic organizer, and explain their responses by reading them to a partner.

3. MATERIALS/EQUIPMENT/SUPPLIES/PREPARTATION

• White board and dry erase marker

• 24 copies of Decision Making graphic organizer

4. PROCEDURE

A. Anticipatory set, motivation or hook (5 Minutes)

• Have the students come to the rug in front of the white board.

• Today we are going to talk about how our attitudes affect what we do.

• Close your eyes and imagine this with me.

• You are outside at a picnic with your family. It’s a warm day with a soft cool breeze. Your mom has just made you a beautiful ice cream sundae. It has two scoops of your favorite ice cream and all the toppings that you love. There are sprinkles, and whip cream, and a cherry on top. Just as your Mom goes to hand you the sundae all of the toppings and ice cream fall down into the dirt.

• Open your eyes.

• After this happens, how do you feel?

• What do you think?

• Write response on the white board.

B. Teaching (5 minutes)

• What do you do? Write response on the board.

• How you think and feel affects what you do.

• It affects you attitude, affecting how you think, feel, and act.

• There are all sorts of choices you have about how you act after the ice cream has been ruined.

C. Group Application (20 minutes)

• Draw graphic organizer on the board, and fill it in with the students’ responses.

• Let’s think about some ways you could act. Have the class decide on two options. (For example get mad and yell at your mom for dropping the ice cream. Help mom clean up the ice cream and go with her to make a new sundae).

• For the choice one have the class answer and teacher write up responses on board. What could happen that would be positive? What could happen that would be negative?

• For choice two have the class answer and teacher write response on the board. What would happen that would be positive? What would happen that would be negative?

• Which is the best choice? Choose as a class, vote if necessary.

• Explain to the class that each of them will know be filling out their own graphic organizer, so we need to brainstorm ideas of situations they can use, identify choices, the positive and negative things about those choices and which is the best choice.

• Brainstorm ideas (Some examples of ideas)

o Your friend dares you to do some bike tricks that you know are dangerous.

o You find some candy in your cubby that is not yours.

o Your mom gives you five dollars to buy milk and bread at the store and wants you to bring back the change. You run into a friend that wants you to buy him something with the change.

o You’re walking in line and your friend is talking to you when you are supposed to be quiet.

D. Independent Application (30 minutes)

• Have each student go back to his or her desk.

• Give each student a handout of the Decision Making Steps Graphic Organizer.

• Instruct each student to pick a situation from the board or an original idea and fill out the organizer like we did the one as a group.

• Tell them that after they have filled out their organizer to read it to a tablemate and explain it to them. Explain why they chose the situation, and what their choices were, as well as what was the best choice they decided on. (If some students finish early have the, share with more than one partner.

E. Closure (5 minutes)

• Have a few volunteers share their decisions with the class.

• Ask students what an attitude is?

• Ask the students if positive and negative attitude affect decisions.

• Conclude by saying, “Now that we know what an attitude is, and how they affect our actions, tomorrow we will learn how to change our attitudes”.

5. MEETING VARYING NEEDS

• Since Isaiah M. is a selective mute during the section where they share their Organizer with a partner I will have his partner read his organizer to him and have that person explain why they think he wrote what he did.

6. ASSESSMENT

• I will collect each of the organizers and check them for completion.

• When the students are sharing I will watch and check off a list that they actually did share.

7. REFLECTION

Lesson Plan 3

Improving Your Attitude

1. GOALS

Goal # 2

Students will demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. (Health Education Content Standard under Interpersonal Communication)

2. OBJECTIVES

Objective 2.2

Students will prove their ability to improve their attitude through filling in their How to Improve My Attitude worksheet, by writing three out of five responses correct.

3. MATERIALS/EQUIPMENT/SUPPLIES/PREPARTATION

• The book, Julius The Baby of the World by Kevin Henkes

• 25 copies of different pages from the book (at least five different pages)

• 25 How to Improve My Attitude Worksheets

• White Board, dry erase marker

• Butcher Paper

• Magnets (to hold butcher paper to the board)

4. PROCEDURE

A. Anticipatory set, motivation or hook (10 Minutes)

• Bring students to the rug where we do Calendar.

• We have talked about what an attitude is and the choices we make because of our attitudes.

• Today will learn how to improve our attitudes.

• Read the book Julius The Baby of the World

• During reading ask students about Lilly’s attitudes.

o Ask them what she thinks, feels and what she does.

B. Teaching (10 minutes)

• Move students to the carpet in front of the white board.

o Tell them to get up and quietly move in front of the board. Have one student model what this would look like and have the rest of the class follow.

• Tell students that today we are going to learn how to improve our attitudes.

• Ask students what kind of attitude does Lilly have during most of the book?

• Why does she need to change her attitude?

• You cannot control all of your situations but you can control your attitude.

• Ask students have they ever been in a bad mood? Or if something has happened to them that made them feel like Lilly did. Allow a few examples.

• Ask students how they can improve negative attitudes. Write responses on the board. (Examples)

o Choose to think positively, find the good things in a situation.

o Adjust your expectations; what you thought was going to happen.

o Find things that make you laugh.

o Talking with someone you trust.

o Try doing things a different way.

o Take time to think about your attitude and calm down.

C. Group Application (15 minutes)

• Re-read the second page of the book to the students.

• As a whole group fill out the worksheet that has been drawn on the butcher paper, which is attached to the board.

o Worksheet includes the following questions to ask the class:

▪ What is Lilly’s attitude for most of the book?

▪ Is it positive or negative?

▪ List 3 things she can do that would improve her attitude.

• We are going to do the same thing we did as a class in partners.

• You and your partner will get one page from the book.

• First, you will find a place to work together. You may work at your desk of in one of the carpeted areas in the front of the room. When you are working together you will be elbow to elbow, just like you were for editing your stories in Writer’s Workshop yesterday. Have two students demonstrate what this looks like.

• Second, you will read your page together.

• Third, you will each fill out your own worksheet, but you can work as a team to find the answers.

• When you and your partner are finished with your worksheet you will share your page and worksheet with another group.

o What do you think that would look like? (Read your page to the other partners and your answers from the worksheet).

• When I call you and your partners name come to me and I will give you your worksheets and page from the book.

• If you choose not to work at the tables you may use a clipboard to write on.

D. Independent Application (20 minutes)

• Give each pair of students a copy of one of the pages from the book and give each student their own worksheet.

• Have the students read page together.

• Have each student fill out their own individual worksheet with responses to their page.

• When worksheet is completed have students share their page and worksheet with another pair of students.

E. Closure (5 minutes)

• Ask students what an attitude is? (A way of thinking, feeling or acting).

• Do are attitudes affect what we do? (Yes)

• How can we change our attitudes? (Let student list ways).

5. MEETING VARYING NEEDS

• I have strategically paired students according to their ability levels. I paired good readers with low readers. In addition, highly motivated students with students who struggle retaining focus.

• If students do finish their worksheet they may switch book pages with another pair of students or get a different page from me. They can answer the questions for this page on the back side of their sheet. (Possibly: Edelle, Abby, Vincent, Gabriel, Kaylee)

• To extend the lesson for higher skilled student and many of the third graders I will give them two options

o They can come up with a situation where they had a negative attitude, from their own lives. Something they have experienced. They will write it down on notebook paper. Then they will write how they can change their attitude in that situation.

o I will have several copies review questions of the three lessons we have done on attitudes. They can answers the questions on notebook paper.

6. ASSESSMENT

• I will collect all of the completed worksheet and their pages from the book they used to complete it. I will read the 5 answers and the page to see if they are realistic, according to the information they have been given.

• In order to pass I expect three out of the five responses to be reasonable.

• The following are the questions I will ask myself to determine if the responses are reasonable.

o Do they relate to the problems presented on the page in the text?

o Are the realistic solutions?

o Were they discussed in class? If are they appropriate?

7. REFLECTION

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